Book contents
- Frontmatter
- Foreword
- Contents
- List of figures
- List of tables
- Acknowledgements
- Part 1 Learning and development in play
- Part 2 Cultural–historical theories of play and learning
- Part 3 Learning and development as cultural practice
- 11 Views on child development matter
- 12 A revolutionary view of child development
- 13 Children's development as participation in everyday practices
- 14 A cultural–historical view of play, learning and development
- Glossary
- References
- Index
14 - A cultural–historical view of play, learning and development
Published online by Cambridge University Press: 05 October 2013
- Frontmatter
- Foreword
- Contents
- List of figures
- List of tables
- Acknowledgements
- Part 1 Learning and development in play
- Part 2 Cultural–historical theories of play and learning
- Part 3 Learning and development as cultural practice
- 11 Views on child development matter
- 12 A revolutionary view of child development
- 13 Children's development as participation in everyday practices
- 14 A cultural–historical view of play, learning and development
- Glossary
- References
- Index
Summary
Methodological difficulties that result from an antidialectical and dualistic concept of child development are a fateful obstacle that prevents it from being considered as a single process of self development.
(Vygotsky, 1998: 189)INTRODUCTION
This chapter begins with a discussion of the dominant assessment practices found in many Western early childhood learning communities, and shows how they are aligned to a dualistic conception of child development. It also seeks to elaborate a cultural–historical view of how to measure learning and development and introduces the concepts of potentive assessment and the assessable moment as examples of how to conceptualise development, learning and pedagogy together.
The second part of this chapter brings together the major themes introduced in this book – pedagogy, play, concept formation and child development. Through reuniting these concepts in this final chapter the significance of the concept of obshchenie for realising a dialectical conception of development and learning is shown, and through this to illustrate the importance of Vygotsky's conception of a single process of self-development, where one stitch (concept) in the fabric (conceptual system) can only ever be understood within the context of the whole tapestry that represents the child's life.
- Type
- Chapter
- Information
- Early Learning and DevelopmentCultural-historical Concepts in Play, pp. 198 - 217Publisher: Cambridge University PressPrint publication year: 2010